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題名 | 澳洲科學教育創新計畫=An Australian School Innovation in Science Initiative |
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作者 | 羅素‧泰德勒; 劉怡昕; Tytler, Russel; Liou, Iris Yi-shin; |
期刊 | 教育資料與研究 |
出版日期 | 20050600 |
卷期 | 64 2005.06[民94.06] |
頁次 | 頁41-59 |
分類號 | 303 |
語文 | chi |
關鍵詞 | 科學教育; 科學教學; 教師專業發展; 學校改善; 教師認同; Science education; Science teaching and learning; Teacher professional development; School improvement; Teacher identity; |
中文摘要 | 科學教育創新計畫(School Innovation in Science,簡稱SIS),是一項改進全校科學教學的模式,現在已經發展完全並且已經完成評估。這個模型架構可能達到有效的科學教學,而它的策略則可以讓學校保持適度的彈性,發展適合在地特性的做法,以何持學校在轉型過程當中的在地化和歸屬感。SIS已經證明可以成功地改善小學和中學的科學教育。各式各樣的證據,讓我們進一步瞭解轉型的本質和影響的程度。我們認為,轉型的本質是屬於文化性的,而且轉型的發生會在學校內各個不同的範圍領域內進行。因此,在轉型的過程當中,支持體系的運作,就必需有足夠的彈性和回應需求的能以及能夠顧及教師的專業學習和專業認同的考慮。 |
英文摘要 | The School Innovation in Science (SIS) imitative has developed and evaluated a model to improve science teaching and learning across ad school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Evidence of variations in the nature and extent of the change is used to argue that the process is essentially cultural in nature, and that change occurs at different levels within a schools. Processes supporting change thus need to be flexible and responsive and take account of the nature of teacher professional learning and identity. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。